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2008-2009 Alternate Proficiency Assessment Resources
GRADE 12 SUGGESTED CPIs and LINKs

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Developing an Entry

Step 1: Select a CPI and one related CPI Link to be assessed.

Step 2: Assess the student to get an initial piece of evidence (accuracy must be 39% or lower) to collect for the APA entry.

Step 3: Identify additional age- and grade-appropriate activities for use during instruction. Provide instruction on the CPI Link.

Step 4: Determine when evidence can be collected to document the final instructional assessment of the CPI Link for APA purposes.

Step 5: Based on student’s accuracy score and level of prompt information on the “final” activity, determine if additional instruction and collection of evidence needs to occur for the entry.

Step 6: Review evidence to ensure that all required information related to test design requirements are included.

Evidence Requirements
Evidence must document the entire CPI Link noted on the Entry Cover Sheet.
Evidence
should relate only to the CPI Link, not assess other skills as well.
Providing evidence that documents multiple skills (skills not part of the selected CPI Link), or less than the entire CPI Link, will result in a low scoring entry.

Have at least 5 items/questions/task elements included in each activity This is a new requirement, though many portfolios sufficiently addressed this concept last year.

The use of videotape, audiotape, data charts, and most photographs are no longer acceptable evidence.
This change is due to the need to document complete information related to the activity and the student performance of the skill.

A photograph of a large or bulky completed project will be accepted only if the picture captures the evidence requirements for the activity.
A description of the activity must be included along with the documentation of the scoring, but the actual work must be clearly shown in the picture. For example, a picture of a poster that displays the student’s work of classification of different shapes.

Scribing Student Work
Students who communicate, for example, through the use of eye gaze do not write or mark answers in a tangible way.
When this occurs an acceptable work sample for the portfolio can be produced in which the teacher scribes the answers indicated by the student. The teacher should note on the evidence that it was scribed.

Extensive absences due to illness/medical emergency
If there is less than the required amount of evidence due to extensive sick leave or hospitalization during which time the student is not receiving instruction, or the amount of instruction and assessment is based on a limited number of contact hours, then an administrator note should be included in the portfolio explaining the lack of evidence. The portfolio will be voided due to extended illness during the collection period

Student Transferred to District after November 14, 2008

Students who require an APA, and enter your school after November 14, 2008 transferring from out of state, have missed the cut-off date for the development of the APA assessment.

Submit a binder, a completed scan sheet, and a letter from an administrator that indicates from where the student transferred, the date of the transfer, and noting this as the justification for no APA evidence.

Students who transfer within NJ should have an APA and will require the continuation of the portfolio for submission.
The APA scores of students who transfer into the district after July 1, 2008, and whose scan sheet is marked as Time In School and Time In District Less than One Year, will not be included in the AYP calculation.